The functions of discourse markers and contextualisation cues used by teachers of English

This study aims to identify the functions of discourse markers and contextualisation cues used by teachers of English, through the communication strategies they employ. The research was carried out at Yıldız Technical University English Preparatory School. The data is based on a 14 - hour - lesson record of two teachers. The data collection process took one month. The collected data was transcribed and analysed according to 'Conversation Analysis' and 'Interactional Sociolinguistic' approaches. According to the research findings, it was found that the discourse markers namely, well, I mean, you know, now, okay, so, because, but, and, or, allright, actually, anyway have functions such as showing contrast, topic shifting, pause filling, exemplification, showing relation, focus marking, evaluating an utterance, dividing speech into chunks, turn giving, showing reason and providing options. Besides, these functions reveal different communication strategies that the teachers employ. These strategies are: issue-directed strategies, compliance gaining strategies, situation - directed strategies, self directed strategies, other-directed strategies, and goal - directed strategies.